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Utilization of NICTs Applied to Mobile DevicesJuarez Bento da Silva, Member, IEEE, Willian Rochadel, Member, IEEE,

Roderval Marcelino, Member, IEEE, and Vilson Gruber

Abstract— Remote experiments are currently being performedon mobile devices. The intention of combining mobility andremote experimentation is to minimize the space-time barrier,providing students with faster access to information to continuetheir technology and engineering studies. The architecture of thetechnologies presented in this paper has been implemented basedon the integration of a learning management system (Moodle),3D virtual worlds (3Di-OpenSim), and remote experiments. Theresources are all based on open source and hardware providedby the Laboratory of Remote Experimentation of UniversidadeFederal de Santa Catarina, Brazil.

Index Terms— Remote experimentation, mobile devices,3D virtual environments, teaching-learning process.

I. INTRODUCTION

THE vertiginous changes that have been occurring at aglobal level, particularly in communications and science,

are generating profound changes in all fields of knowledge.This directly affects the educational process, particularly inteaching science and technology, which require the mediationof teachers with strategies and resources for each discipline.In this context, Information and Communication Technologies(ICT) have revolutionized all areas, including education.

Every day we are more and more immersed in a soci-ety based on information and knowledge. Such knowledgeis derived from this interpretation and contextualization ofinformation which we access through the much easierandintensive use of ICTs. In the context of the knowledge societythe educational use of ICTs is becoming an essential supportfor education. However, technology and education should notbe associated with the objective of generating quantitativeimprovement, in other words, only with the possibility ofinvolving more students in the process. The real opportunityprovided by NICTs in the teaching-learning process involvesits potential to serve individual needs, through personalizationand interactivity, creating a new relationship environment. Thisencourages collaborative and exploratory learning, besidesoffering a creative and flexible methodology, closer to thereal needs of each individual. Marc Prensky [1] in 2001published the article entitled “Digital natives, digital immi-grants” which introduces the concepts of digital natives anddigital immigrants. The author mentions that digital natives areyoung people who were born fluent in the digital language ofcomputers, video games and the Internet, i.e., the situation of

Manuscript received December 14, 2012; revised April 26, 2013; acceptedApril 26, 2013. Date of publication July 16, 2013; date of current versionAugust 22, 2013.

The authors are with the Universidade Federal de Santa Catarina,Florianópolis - SC 88040-900, Brazil (e-mail: juarez.silva@ieee.org;willian.rochadel@ufsc.br; roderval@yahoo.com.br; vilson.gruber@ufsc.br).

Color versions of one or more of the figures in this paper are availableonline at http://ieeexplore.ieee.org.

Digital Object Identifier 10.1109/RITA.2013.2273108

children, teenagers and youths who come to our classroomsis that they are surrounded by technology: digital cameras,mobile phones, personal computers, and various devices thatare at their disposal and arouse curiosity and motivation. IfICTs are naturally part of our students’ life, why do weinterrupt this process when they begin their schooling? Wouldit not be logical to use the possibilities of these technologiesto make school more interesting and create improvements inthe teaching/learning processes in the classroom?

The logical way to think about this society is that incorpo-rating ICTs is an important factor in transforming the students’learning process. In this context, mobile devices are gainingspace within the teaching-learning environments. According toCastells [2] a major agent of social change in recent years hasbeen the “explosion” of mobile technologies. This author saysthat “a key element of the diffusion rate has been the wideacceptance of technology among the younger generations,as the density of mobile users reaches its highest point.”According to AgênciaNacional de Telecomunicações do Brasil(ANATEL) Brazil ended the year of 2011 with 242.2 millionmobile devices [3]. In other words, about 1.2 devices per indi-vidual considering the 2010 Census data published by Institu-toBrasileiro de Geografia e Estatística (IBGE), which recordeda population of 190 732 694 [4]. In the same census it wasalso possible to extract information showing that 78% of thepopulation between 10 and 15 years old and 91% aged from16 to 24 years old have cell phones or similar devices. Lookingat the numbers above we can see a significant rate of diffusionof mobile devices among young Brazilians who are notdifferent from the rest of the world. We can try to explain theseindices by a combination of factors that initiate the launchingof new technologies, and young people use their ability toappropriate them and employ them for their own purposes.

The numbers indicate that the widespread use of mobiletechnologies and ownership by our young students is a con-solidated process. This agrees with the discourse of Naismith[5], who said “it has no meaning, that a system of educationwith limited resources of information and communicationtechnologies does not try to get the most out of what childrenbring to class.” According to Sharples [6], educators must notthink of mobile devices as enemies, but should try to exploitthe potential of technologies that young people bring to themand find ways to put them to good use for the benefit of thepractice of learning.

This short paper presents the virtual environment of teachingand learning implemented by the Remote Experimentation Lab(RExLab) at Universidade Federal de Santa Catarina (UFSC)in Brazil. This environment utilizes the resources of the opensource Learning Management System platform, MOODLE,and the Arduino open hardware and Microserver (developed

1932-8540 © 2013 IEEE

98 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 8, NO. 3, AUGUST 2013

at RExLab). The environment deployed also provides a virtual3D environment with access to real experiments using SLOO-DLE (a combination of MOODLE and Second Life) and theOpenSim virtual world server. To access mobile devices thereis a supplement in the form of a plugin, the MLE-Moodle.

II. EDUCATION AND MOBILE DEVICES

Mobile technology has a great potential for use in theteaching-learning process. Mobile learning (m-learning) arisesin this context. It originates in the digital convergence ofmobile technology and e-learning, in response to the learningneeds of an ever more dynamic society where the time avail-able for the acquisition and construction of knowledge requiresconstant adaptation in this continuously changing environment.

Generally we use the terminology Mobile Learning(m-learning) when referencing studies/research linking mobil-ity, learning and mobile electronic devices. M-learning is arelatively new research field. It is thus in progress and thereis no unanimity regarding what it really is [7]. For Winters[8] the definition of m-learning is complex, because it variesdepending on its original function, since “each communitydefines it based on their own experiences, customs and his-tory.” In the opinion of this author the concept of m-learningshould be seen from four perspectives: the technological one,focusing on the mobility device, considering the e-learningdevice as an extension of formal education in its “face-to-face”characteristic and, finally, the learner-centered one, whichfocuses on its mobility. Sharples [9] focused his studies onthe fourth perspective presented to seek further insight intom-learning considered as a combined experience on five mainaxes, namely, mobility in physical space, mobile technology,mobility in a conceptual space from an evolving personalinterest, social mobility within the different social dimensionsin which we move and, finally, dispersed in time learning, asa cumulative process that collects a wide range of formal andinformal experiences.

Following this line of reasoning, we can say that it is thestudent who moves with mobile technology and what it bringswith it. This, however, should not be considered as an end inm-learning, but as a means of facilitating learning opportuni-ties, especially when there is physical movement. Therefore,the movement in general changes the context of learning, asthe process of teaching and learning is constructed in space andtime through personal interactions. Extending the traditionalspace of classes, providing learning at any time and place,the use of technologies can accompany us in our daily lives,providing a ubiquitous learning model that enables the conver-gence of real and virtual contexts, allowing the customizationof learning, knowledge of student profiles, access to contentand educational activities without limitations of time or place.

As we saw earlier m-learning allows extending learningbeyond the physical limitations of a traditional classroom.Authors like Kukulska-Hume [10] mention as advantages thatm-learning.

• Enables learning at any time and place.• Can improve the teaching interaction in synchronous and

asynchronous ways.

• Enhances student-centered learning.• Enriches multimedia learning.• Allows customization of learning.• Encourages communication between students and educa-

tional institutions.• Fosters collaborative learning.

Given the arguments set out in the preceding paragraphs,it is sufficient to say that m-learning can act as an integrat-ing element of reality, enjoying the skills of young peoplethemselves in the digital age. As smartphones, PocketPCs andgreater bandwidth and connectivity become available, the useof mobile devices for learning will be a natural progression ineducational activities [11]. This makes it important to researchtheir use and impact on the teaching-learning processes. Theeducational content developed in the context of m-learning canbecome a tool for personal use. It may become easier for thestudents to capture the reality of being able to immediatelyanalyze it or share it, without restrictions of time or placeand, thus, enhance their learning. The inclusion of mobiledevices in the teaching-learning process will also help boostmethodological changes, order models more attractive to so-called “digital natives,” because they allow to continue theeducational process, making use of small devices, which tosome degree offer the same functionality as a computer-type“desktop” or “laptop.” Mobile devices combine geographicmobility with virtuality. This allows learning in context, whenit is necessary to ask questions and explore, and accurateinformation is needed. From this, m-learning can be seenas a new, never-ending form of personal learning, a newtechnological and pedagogical model, that points to a newdimension in the processes of education that can meet theurgent necessities of learning located in mobile scenariosand enable highly interactive processes. M-learning should beunderstood as a component that adds value in the teaching-learning process. Hence it provides interconnectivity, whichreduces the dependence on place or space and offers the free-dom to capture thoughts and ideas spontaneously, expandingthe classroom boundaries, allowing access making resourcesavailable when and where the user needs them, and making iteasier to implement innovative ways to teach classes and learn.

The emergence of mobile technology has brought manyservices to mobile device users, because, together with the“wireless” networks, these devices have the capability of pro-viding powerful applications directly to the user. Their portablenature makes them very suitable for use in motion and extendsthe boundaries within which a person has access to digitalinformation. The main feature is the ubiquity of mobile devicesin teaching-learning applications, i.e., learning anywhere andanytime, that allows a greater educational environment beyondthe classroom.

III. LABORATORY OF REMOTE ACCESS TO EDUCATION

One of the key aspects in teaching natural sciences andtechnology is to conduct experimental work in appropriatelyequipped laboratories, but not all students have access to suchequipment. Classes where students must “verify” theories,to enable a convergence between theory and practices, are

DA SILVA et al.: UTILIZATION OF NICTs APPLIED TO MOBILE DEVICES 99

included in the semester of experimental activities at variouslevels of education.

The low availability of resources and laboratories for exper-imental activities in sciences has motivated the replacementof these statements that were made by the teacher to theentire class. Until a few years ago, practice was limited toclassical laboratories, where the costs of maintenance andpurchase of new instruments could become so high, that theywere prohibitive for many institutions. Furthermore, when alaboratory classroom was used, the space and hours of practicefor students who had access to the lab were very limited.

In the literature we find three different types of labs com-monly used in teaching science and technology: the classroomlaboratory (hands-on), the remote experimentation laboratoryand the virtual lab. The laboratory classroom is conventionallyused in classroom courses in which the students manipulatematerials directly from experiments in the same space andtime as their classmates in the presence of the teacher. Remoteexperimentation laboratories are used by students who are faraway from it, but even the distance allows the student toperform remote control of the instruments and devices, thatare rather different from those where they are, but an interfaceallows mediation between the students, the devices and theequipment.

However, the virtual laboratory is based on simulationsin which the student does not interact with instruments anddevices, but with computational representations of reality.For Corter [12] the remote experimentation laboratories andsimulations can be at least as efficient as the traditional face-to-face teaching of specific concepts.

The use of remote experimentation laboratories began inthe field of engineering, where laboratories for control andautomation experiments received a strong impulse in thenineties, and today are found at centers like MIT (USA),University of Sienna (Italy), and others. Due to the need forremote access to equipment, experiments began to be adaptedfor virtual access, including the use of robots in handlingequipment. Their use was later expanded to implement newresources to collaborate effectively in solving problems ofaccess to classical laboratories, with the aim of:

• Increasing the practical activities in a course (students canaccess experiments at any day and time).

• Reducing the costs of managing and maintaining thelaboratories (more people use the lab and less people dothe maintenance).

• Allowing usage from any geographical point so as toreduce or minimize the costs of displacement, as well asat any time, thereby enabling problem-solving in differenttime zones and geographical areas.

• Integrating teaching practices, simulations, and access toequipment and devices, in the same environment.

Currently at many Higher Education Institutions (HEIs)lectures in the fields of science, technology and engineeringare often complemented by remote experimentation laborato-ries, where students can observe dynamic phenomena that areoften difficult to explain using written material. Furthermore,in the real world interactive experimentation plants increasestudent motivation and also develop a realistic approach to

Fig. 1. Architecture implemented by RExLab.

problem solving. Differently from virtual laboratories, whereall processes are simulated, the remote experimentation labo-ratory allows interaction with real processes allowing the userto analyze the practical problems of the real world. This givesthese labs some advantage over virtual labs, because accordingto Casini [13] the “remote labs allow students to interact withreal processes.” As to remote laboratories, it is concluded thatthey are those in which the elements are real, and virtual accessis their actual experiences. According to Nedic [14], we findthe following advantages in remote laboratories.

• There is direct interaction with real equipment.• The information is real.• There are no restrictions either of time or of space.• There is an average cost of installation, operation and

maintenance.• There is a feedback of results from online experiences.

IV. ARCHITECTURE IMPLEMENTED IN REXLAB

The virtual learning environment implemented incorporatestechnological resources such as MOODLE, Open Simulatorand remote experimentation, all for educational use in scien-tific and technological areas. Fig. 1 shows the architecture ofthe virtual learning environment proposed and implementedby RExLab.

The OpenSimulator [15] is a “virtual worlds” Server deriv-ative called VirtualWords with a BSD License, which canbe used to create and develop 3D Virtual Environments.The OpenSimulator can be used to create an environmentsimilar to Second Life (tm) capable of running in standalonemode or connected to other OpenSimulator instances throughan embedded technology “grid.” A virtual environment likethe Open Simulator can provide a structure to strengtheneducational and communication processes that create a soliddialogue and cooperation group for pedagogical use, andcontribute to the group learning process and to intellectualcollaboration. According to Senge [16], the learning group’smain objective is to stimulate the capacity for dialogue, “forthe Greeks dialogue denoted the free flow of meaning in agroup, allowing new ideas and perceptions that individualshave not been able to see alone.”

The name Moodle is an acronym for Modular Object Ori-ented Developmental Learning Enviroment and it is a course

100 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 8, NO. 3, AUGUST 2013

management system (Course Management System - CMS),through the Internet. One of its main advantages is to be opensourceallowing anyone with programming skills to modify andadapt the environment according to their own needs.

This learning environment is composed of various tools toadd content and activities that allow interactivity and interac-tion among participants of an online course, because it hassome features that make it stand out compared to alternatives.One is that it was based on philosophies and teaching thatwas not designed from the technological point of view, butfrom consultation with the educational community. Since thebeginning of its development it has been on a social construc-tivist learning paradigm. In other words, as the collaborativeconstruction of knowledge for others is the basis of learning,where all the members of a community benefit by beingcreative and, in turn, are recipients of knowledge, this signif-icantly increases the benefits of a pure constructive approach.

These possibilities offered by Moodle make it easier toproduce and distribute teaching materials; resources integratedinto a MySQL database also enable learning management,student assessment, access control and pedagogical support.

The plugin Mobile Learning Engine of Moodle (MLE-Moodle2), a module that is also open source, free and cus-tomizable allowing access to resources in Moodle, is installedin the same server without the need to install any additionalfeature in the mobile device [17].

This plugin provides the adaptation layer that interacts withthe proposal of [18] regarding these situations.

• Information and Documentation: download and uploadfiles, supporting the use of AVA and presentation ofadapted teaching material, content and institutional infor-mation.

• Communication: adaptation of information synchronouslyand asynchronously with respect to the need of the device.

• Pedagogical and administrative management: differentprofiles for access and visualization of performance eval-uations or queries, depending on the type of user.

• Production: development and resolution of problems oractivities within the environment.

The educational material that can be downloaded fromRExLab on mobile devices is in Portable Document Format(.pdf) and the presentations in PowerPoint format (.ppt). Theseformats can be viewed through most mobile devices andfit the different screen formats. These contents are simpleto avoid making reading tiresome, with many examples andhighlighting the most important points.

Another interesting feature that can facilitate the sharingand availability of online content is the QR-code, that is a 2Dbarcode that, when scanned, is converted to a link.

Pointing the camera for a picture of the device with thecode, the user has access to the portal RExLab adaptedfor mobile devices. From this, with a login and password,the MLE-Moodle is accessed, with the main feature ofthe virtual learning environment, material teaching activitiessynchronized with the database and access to remote experi-ments, which are discussed in the following topic.

This architecture implemented by RExLab provides a pow-erful teaching tool, facilitating access to important laboratories

Fig. 2. Remote experiment on an Apple iPhone 3G.

that could hardly be part of the reality of public schools and,thus, can be shared among students and teachers, bringingthem closer to the view of the practical effects of contextual-izing teaching.

V. REMOTE INTERACTIVE EXPERIMENTS

Remote experiments are real experiences with physicalelements that interact by virtual commands, so that there are norestrictions and no time or space: they are direct interactionswith real equipments. We have the real-time feedback of theexperiment results online, and a key point is the low cost ofinstallation, use and maintenance [19].

Therefore, the user can remotely activate the experiencesavailable through connection with wireless Internet access anduse the browser of the device, Fig. 2. The site is developed inPHP and JavaScript for interface use, enabling interaction withthe experiments that are connected to the web or microserver-Arduino boards with an Ethernet port.

Interacting with the experiment on the Internet, data aresent to these devices that trigger relays. These in turn controlactuators and make the experiment work physically. The usercan observe the effects in real time through streaming videofrom a directed IP camera.

Therefore, the environment enables the remote control ofdifferent devices such as motors, circuits, sensors and safetysystems, while watching the dynamic effects, which are oftentoo complex to explain, but understandable regarding realisticapproaches to solving problems.

Another important technologicalvalue is the touchscreeninterface, adapted to provide better control and greater reality,even when operated for lab use. The simplest devices alreadyhave this feature, and are easily adapted to interfaces which usethe mouse to interact. Fig. 3 shows the display on an AppleiPhone 3G iOS 4.2 interface MLE-Moodle (Moodle MobileLearning Engine).

The tool also provides playback extending the use ofequipment and demonstration showing the achievements ofthe research group of laboratories. Thus, there is a diversi-fication of results and extension of experiences, integratingexperiments that allow the demonstration of most conceptsstudied in science lessons in the classroom and the practical

DA SILVA et al.: UTILIZATION OF NICTs APPLIED TO MOBILE DEVICES 101

Fig. 3. Interface MLE Moodle accessing the RExLab.

advantages of understanding them, therefore benefiting studentlearning.

VI. CONCLUSION

The NICTs play a key role in the overall process of changeexperienced by society. Therefore, it is necessary to considerthe technological options to be applied by the teacher inthe teaching process, specifically in the fields of science andtechnology.

The use of mobile devices is growing rapidly and their usein education has major implications in the teaching-learningprocess. This includes mobile learning, characterized by itsability to deliver learning content without boundaries of timeand space through mobile devices such as cell phones, PDAs,small computers and/or all handheld devices that have wirelessconnectivity in order to maximize the time available forlearning. Thus mobile learning is a new possibility to accessvarious learning resources from anywhere, at any time, givingthe students the opportunity to learn in real time, in the mostappropriate setting and context in relation to their objectiveand learning style.

The students can take advantage of the opportunitiesthatmobile devices allow to deliver in education. Thus, thepresence of these resources is a daily reality and a con-stant for students who grow surrounded by NICTs. Thesefeatures significantly expand learning contexts to completeubiquity. Any scenario, real or virtual, thanks to NICTsand especially to mobile devices, is a potential space forlearning.

Access to remote laboratory experimentation with interac-tivity provides an environment for technological and scientificusers. This environment is characterized by this reality, spacerequirements and devices, similar to hands-on laboratories, butdistinguished by geographical location.

The students’ interaction with the real experiments dif-ferentiates remote experimentation from virtual simulations,because these results are not programmed perfectly to reflectthe real physical effects. Interacting and visualizing the resultof practical experiments, RExLab enables students to developthe concepts better and accessibility of these resources depends

only on devices connected to the Internet. The usabilityof mobile devices and computer labs tends to provide anextra resource to enrich teaching and learning at a lowcost to a broader group of users, and is a way to shareresources.

The practicality and interactivity, with a proper layout,attracts attention to the study and, in this case, interacting withreal experiments tends to increase interest through the tech-nology involved. Heretofore, the control of these phenomenacould only be theoretically observed.

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102 IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE, VOL. 8, NO. 3, AUGUST 2013

Juarez Bento da Silva (M’11) is a Professor withUniversidade Federal de Santa Catarina (UFSC),Trindade Florianópolis, Brazil.

He is currently responsible for the Remote Exper-imentation Laboratory, RExLab of UFSC.

Willian Rochadel (M’12) is a Graduate Studentwith the Information Technology and Communi-cation, Universidade Federal de Santa Catarina(UFSC), Trindade Florianópolis, Brazil.

He is currently a Researcher with the RemoteExperimenation Laboratory, RExLab of UFSC.

Roderval Marcelino (M’12) is a Professor withUniversidade Federal de Santa Catarina (UFSC),Trindade Florianópolis, Brazil.

He is currently a Researcher with the RemoteExperimentation Laboratory, RExLab of UFSC.

Vilson Gruber is a Teacher and Researcher withthe Federal University of Santa Catarina, TrindadeFlorianópolis, Brazil.

He works with Telecommunication Systems, Com-puter Networks, Networks and Mobile, Projects,Digital Systems, Remote Experimentation Accessi-bility and Technology, Computer Systems and Dig-ital Inclusion.